BOOLEROO CENTRE DISTRICT SCHOOL
Site Improvement Plan
2015 - 2017
PRIORITY 1: HIGHER STANDARDS OF LEARNING ACHIEVEMENT
To maximise each and every child and young person’s learning, to help them become the most successful learners they can be, confident
individuals and informed citizens. Create high expectations to raise standards of achievement and reduce the gap between our highest and
lowest achievers. Improve teaching quality and leadership capability.
Elaboration:
 Improve numeracy and literacy outcomes
 Implement Phase 2 and 3 Australian Curriculum
 Engage with the South Australian Certificate of Education (SACE) and vocational pathways (VET, Trade Training)
 Use data to inform practices in numeracy, literacy and teacher development
 Lead learning – increase the effectiveness and depth of leadership across staff for effective teaching (TfEL)
 Challenge students to achieve high standards and intellectual stretch with appropriate support
Targets
Strategies
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DECD Standard of Educational
Achievement
Year
Running
Records
Reception
5+
1
15+
2
21+
Yr
3
4
5
6
7
8
9
10
11,12,13
NAPLAN
Band 3+
PAT-R PAT-M
100+
40+
110+
45+
Band 5+ 115+
50+
120+
54+
Band 6+ 124+
55+
127+
58+
Band 7+ 130+
60+
135+
62+
C or above, awarded SACE
STUDENTS
 100% student participation in PAT testing in Weeks 7-10, term 3 in order to have data ready for
Week 0 and to include transitioning students
 100% student participation in NAPLAN in Term 2
 Communicate NAPLAN, Running Records & PAT data with parents
 Running Records recorded in EDSAS 10th April and 25th September 2015
 Consistency for PAT testing procedures (timing, staff, communication with students about test
event, results and use of data). PAT testing in wks 7-10 Term 3.
 Allocate PAT tests to target individual ability to collect more accurate data and be mindful of
student wellbeing
 Utilise PAT online resources for targeted intervention (PAT-R, PAT-M, PAT-G , PAT-)
 Target intervention for students recognised in the Nationally consistent Collection of Data for
Students With Disabilities (NCCDSWD) process with teacher and SSO program, wave 2 (wave 1
being students with a negotiated education plan)
Improved literacy outcomes
 Achieve 5% improvement in
the number of students
achieving above the National
Minimum Standard in NAPLAN
literacy results
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Achieve 10% improvement in
the number of students
showing positive growth in
reading levels e.g. Year 2
students reading at Level 24 or
better
STAFF
 Implement Ann Baker and Matt Miller, Gaffney & Faragher natural maths programs, problem
based learning and leading improvement in student numeracy.
 Generate a Numeracy PLC
 Generate and implement a whole school numeracy agreement
 Utilise Flinders Partnership resources and strategies
 Undertake PAT testing in Term 4 in order to have data ready for Week 0 and to include
transitioning students
 Communicate PAT and NAPLAN data with parents
 Consistency for PAT and NAPLAN testing procedures (timing, staff, communication with students
about test event, results and use of data)
 Allocate PAT tests to target individual ability to collect more accurate data and be mindful of
student wellbeing
 Utilise NAPLAN and PAT online resources for targeted intervention (comprehension and Maths
in 2015)
 Generate baseline data for PAT writing (e-write)
 Refer to DECD Educational Achievement Standards flowchart for NAPLAN & PAT growth data
levels
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Implement Jolly Phonics and Jolly Grammar as strategies
Refer to BCDS Assessment Tools and Targets appendix for specific year level targets
Analysis of NAPLAN and PAT data with differentiated programs developed in response to the
data.
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Implement Phase 2 and 3 Australian
Curriculum
 100% of students (those not
identified in NCCDSWD)
achieve at C level or above in
each learning area when
assessed against AC
achievement standards
 90% of teachers rate
themselves as competent at
teaching the Australian
Curriculum
Engage with the South Australian
Certificate of Education (SACE) and
vocational pathways (VET, Trade
Training)
 100% SACE completion rate
 100% of students achieve their
intended pathway beyond
schooling (enter into
employment or post-secondary
study)
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Continue the Literacy PLC
Implement and continuously improve whole school literacy agreement (WSLA)
Ensure staff are cognizant of WSLA and implement in their practice through regular professional
development
Develop consistent genre templates for written tasks through curriculum faculties
Target intervention for students recognised in the Nationally consistent Collection of Data for
Students With Disabilities (NCCDSWD) process with teacher and SSO program
Ensure consistent use of data to inform programming and teacher practice
Continuous and targeted teacher and SSO professional development
Promote participation in Premier’s Reading Challenge and competitions
Dedicate student free days and meetings to work in PLCs on understandings of learning area
requirements
Utilise CPAC, SACIO and DECD personnel/resources to work with staff individually and on a
whole staff basis
Undertake moderation exercises to ensure consistency of achievement and to inform practice
and programs
Engage in Flinders Partnership and MNSEC hub networks
Target intervention for students recognised in the Nationally consistent Collection of Data for
Students With Disabilities (NCCDSWD) process with teacher and SSO program
Monitor student progress in accordance with their aspirations, making links between the current
actions and future implications
Provide regular information sessions and updates to parents and students regarding VET
opportunities
Familiarise staff with graduate qualities and attend Coaching Young People for Success training
Communicate teacher concerns with parents/caregivers
Promote whole school agreement on learning expectations which establish increased resilience,
persistence, responsibility and respect
Collect and analyse destination data and student satisfaction surveys
Promote opportunities within Flinders and Pichi Richi Trade Training Centres and through the
Careers Strategy group
Use data to inform practices in
numeracy, literacy and teacher
development
 100% of staff access and utilise
data to inform teaching
practices to improve learner
outcomes
Lead learning – increase the
effectiveness and depth of leadership
and experience amongst staff
 100% of staff rank themselves
as familiar with each of the
elements as identified in the
TfEL improvement plan
 100% of teachers participate in
peer observation with a trusted
colleague
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Challenge students to achieve high
standards and intellectual stretch with
appropriate support
 Increase the % of students who
attain higher achievement
levels and maintain their
achievement and progress
through schooling
 Increase the proportion of
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Record intended use of data in learning and assessment plans
Use observational and anecdotal data to complement numeracy and literacy data
Collect student feedback to inform individual improvement priorities which align with the
Australian Professional Standards for Teachers and TfEL
Utilise Flinders Partnership initiatives
Encourage all teachers to act as leaders of learning in the class environment and across the site
Recognise wealth of staff experience as a valuable resource by encouraging staff to lead learning
activities for professional development of other staff
Evaluate and improve teaching programs using the TfEL framework
Identify, plan and engage in specific professional learning activities to improve practice and
therefore student learning outcomes
Collectively build knowledge of the TfEL framework through staff meetings
Increase confidence through providing a supportive environment to share success at regular
staff meetings
Provide specific strategies and direction for peer/trusted colleague observation in relation to the
TfEL domains
Engage with Australian Professional Standards for Teaching through performance development
plans and line management meetings
Identify areas for improvement in individual Performance Development Plans which aligns with
the TfEL framework and APST
Develop common structures and strategies for performance management
Promote active involvement of Step 9 teachers in leading/mentoring/addressing individual and
site key objectives as per lodged Performance Development Plans and annual reviews
Monitor student achievement levels and identify students at risk for targeted intervention
Promote opportunities in Pathways programs for students to monitor and analyse individual
progress against achievement standards and set goals for further improvement
De-privatise classrooms through building a collaborative and supportive culture with the intent
of enhancing pedagogy
students above the NMS
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Encourage staff to participate in peer observation with a trusted colleague and review pedagogy
for further improvement
 Promote intellectual stretch by using higher order thinking strategies to inform learning design
 Engage in professional development which encourages differentiated learning, high
challenge/low threat learning opportunities and safe conditions for rigorous learning
 Build upon the resilience and persistence of learners by challenging students to achieve high
standards with appropriate support
 Create opportunities in learning programs for students to develop resilience when faced with
adversity
PRIORITY 2: IMPROVE WELLBEING AND CHILD SAFETY
We will target intervention to meet every child’s learning, wellbeing and developmental needs. Work with families to ensure every child has the
foundation for success through transitional phases of their life.
Elaboration:
 Implement strategies for early identification and targeted intervention programs for individual students in collaboration with families
 Connect with feeder schools and preschools within the Flinders partnership to enable smooth transitions at key transition points
 Every student has opportunities to explore personal pathways, and life and career aspirations are nurtured and developed.
 Students acquire life skills and values to become active citizens, lifelong learners and powerful and resilient individuals
Targets
Strategies
Implement strategies for early
identification and targeted
intervention programs for individual
students in collaboration with families
 100% of students in targeted
intervention programs
demonstrate improvement in
relation to identified individual
improvement goals
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Promote whole school agreement on learning expectations which establish increased resilience,
persistence, responsibility and respect
Use NAPLAN and PAT data to identify students at risk
Use observational and anecdotal data to complement numeracy and literacy data
Target intervention for students recognised in the Nationally consistent Collection of Data for
Students With Disabilities (NCCDSWD) process with teacher and SSO program
Create, implement, monitor and review Individual Learning Plans
Involve parents as key stakeholders
Create common meeting times for staff involved in intervention programs for planning identified
individual improvement levels and informing future direction
Connect with feeder schools and
preschools within the Flinders
partnership to enable smooth
transitions at key transition points
 Year planner with dates
published and accessible to all
key stakeholders at the start of
each calendar year
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90% of key stakeholders
indicate satisfaction with
transition process
By the end of 2017 the
program for Weeks 8 and 9 in
Term 4 will be embedded in
school and wider community
culture as a time to begin the
next academic year
Every student has opportunities to
explore personal pathways, and life
and career aspirations are nurtured
and developed.
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Publish key dates across the Flinders Partnership on school website
Encourage and schedule regular meetings / student free days with feeder schools within the
Flinders Partnership at both a leadership and curriculum level
Encourage Kindy and Year 7 teachers from feeder schools to meet with Reception and Year 8
teachers in Term 3 and provide time to do so
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Gather personal data from feeder schools and parents to inform future class structures
Gather data from student and parent satisfaction survey
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Recognise that transition is not limited to Week 8 and 9 of Term 4
Notify community in a timely manner
Implement effective utilisation of weeks 8 and 9 in Term 4 to begin the next academic year
Schedule Friday of Week 7 of Term 4 as a student free day to enable processes to occur which
ensure smooth transition into next academic year
Promote expectation of 100% staff and student attendance to begin new academic year in
Weeks 8 and 9 of Term 4 (known staff absences to be submitted by end of Term 3 to enable
successful delivery of rigorous curriculum).
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Promote whole school agreement on learning expectations which establish increased resilience,
persistence, responsibility and respect
Formalise R-6 personal profile to include future aspirational goals at the beginning of each year
which includes recognition of proficiencies, influences, areas for improvement and reasons for
direction change
Adapt and enhance existing 7-12 Pathways curriculum
Participate in Coaching Young People for Success professional development and embed in
Pathways curriculum
Report individual pathway development and aspirations are within comments written by
homegroup teacher each term
Continue to include Year 9 Roundtables as a valued element of the curriculum and a method of
communicating individual aspirations and self development
Include opportunities for students to undertake mock interviews which involve members of the
community.
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100% of students acquire life skills and
values to become active citizens,
lifelong learners and powerful and
resilient individuals
Investigate Year 10 Work Skills Australian Curriculum program with the view of including key
ideas in SACE Personal Learning Plan and Year 10 Pathways.
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Promote whole school agreement on learning expectations which establish increased resilience,
persistence, responsibility and respect
 Participate in Coaching Young People for Success professional development and embed in
Pathways curriculum
 Reflection of student wellbeing and development of life skills is reported by homegroup
teachers in written comments each term as means of communicating with parents
 Implement Civics and Citizenship Australian Curriculum across Year R-8.
 Create curriculum which challenges students in a safe learning environment and encourages
them to persevere, problem solve and embrace the unknown
 Attend professional development which provides teachers with strategies to create lifelong
learners and powerful and resilient individuals
PRIORITY 3: ENGAGE CHILDREN, FAMILIES AND COMMUNITIES
We will build our capacity to engage with children, young people, families and the wider community.
Elaboration:
 Include children, young people, families and the wider community in our planning and decision making processes
 Interact with communities to build learning partnerships and connect students learning beyond the school
 Connect and work with Flinders Partnerships, DECD and outside agencies
Targets
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93% Attendance
Include children, young people,
families and the wider
community in our planning and
decision making processes
Strategies
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Newsletter items regarding the importance of regular attendance
Home Group teachers to follow through with nonattendance and report according to legal
requirements.
Home Group teachers to report nonattendance in excess of 3 days to leadership
Letters home regarding concern over attendance
Build a positive profile within the community which encourages consistent attendance.
Collect student feedback through TfEL review tools framework to inform pedagogy
Collect targeted opinion data surveys regarding numeracy, literacy, wellbeing, Information and
Communication Technology and other school priority areas
Further develop processes and procedures for education committee to address both staff and
parent concerns
Involve Student Representative Council in creation and analysis of opinion data surveys
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Interact with communities to
build learning partnerships and
connect students learning
beyond the school
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Review and improve student leader selection process to improve rigour and accountability
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Further develop processes and procedures for education committee to address both staff and
parent concerns
Encourage and support volunteers to be involved in educational programs
Build partnerships with businesses and community groups to be involved in learning programs
(mock interviews, Roundtable, tree planting, environmental field day, memorial services, Mt
View Homes etc)
Communicate with Flinders and Pichi Richi Trade Training Centres to promote local vocational
pathways programs
Network with local school communities from Flinders Partnership and MNSEC
Utilise skillset and knowledge of SACIO and CPAC personnel to create learning programs to
engage students within the Australian Curriculum
Liaise with community providers including Mid North Health Services, SAPOL and other
emergency services personnel to meet wellbeing needs of students
Engage regional support services to enhance learning outcomes for identified students
(disability, Aboriginal Education, attendance, behaviour management, ICAN)
Meet once per term with Flinders Partnership delegates to identify and work on common
elements of each site’
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Connect and work with
Flinders Partnerships, DECD
and outside agencies
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ADDITIONAL NOTES
1.
2.
All targets are based on the SMARTA principle of goal setting:
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Specific
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Measurable
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Attainable
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Realistic
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Timely
 Agreed
Appendix documents to include:
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PAT mean score and growth table for each PAT test (PAT Maths achievement in year levels). We are using the PAT recommendations which are above the DECD
suggested levels of achievement in recognition of our priority: higher standards of learning achievement.
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Reading levels assessment tools and targets for year levels
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Sheena Cameron
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DECD Educational Achievement Standards flowchart